AddieGoff

Unit Plan
Date: 9/30 through 10/10
Overall lesson topic/title and purpose: Geography and the Early Settlement of Egypt.
Standards: GLCS: W1.2.1, G1.2.1, G4.3.2
Big Ideas: The main concept and theme of this unit is how the environment shaped the creation of the
ancient civilizations. The big idea is to understand the geographic factors that affected the people and
civilizations in these areas. The essential questions are: How does geography affect settlements and
civilizations? How did geography affect the early settlements in Egypt? How do environmental factors
support settlements and the development of civilizations?

Goals/Objectives: (1) My students will be able to locate the major river systems of Ancient Egypt. (2) My
students will be able to recognize locations of early settlements in these areas. (3) My students will be
able to describe how environmental factors supported permanent settlements and the development of
civilizations. (4). My students will be able to define and use these vocabulary words in a historical context:
topography, vegetation, delta, fertilization, papyrus, and nomad. (5) My students will be able to
understand peoples choices of where to settle in the ancient world and how that has affected the present
world. (6) My Students will know the key features of ancient Egypt and the Middle East.

Procedures and approximate time allocated for each

They will just have finished a unit on Mesopotamia. We
discussed environmental factors, and physical geography a
little. So while learning about Egypt they can refer back to
the fertile crescent. It helps round out the understanding of
why ancient civilizations settled where they did.

Rational:
The students having just learned about why
people began settling and creating
civiliations will easily transition to Egypt. It
starts off with similar questions about the
geography of the region that was settled.

1.

Lesson One: (2 days)

As an opener (in their journal) students will have their
Opening Prompt and then as a class we discuss.
- List 5 things you know about Egypt.
- List 4 things you think you know or what to know
- List 3 things you know or think you know about the
geography of Egypt.
- Write 2 question you would have for an ancient
Egyptian.
- Write 1 pop culture reference to Egypt. Explain if
you think the movie, song, book, etc. has all of the
facts correct. Why?
Engineering an Empire: Egypt Video and Video analysis
worksheet.
This video is a history channel show that emphasizes the physical

The movie will help students to

actually see Egypt through
pictures and discussions from
experts. This gives all students the
same basic background
knowledge. This helps the
students who struggle reading and
retaining knowledge by giving
visuals and conversation. The
video is very education and
interesting. Its a good start for
the lesson to get most of the
students on to a similar
understanding.

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geographic factors that went into creating Egypt. This is also an
overview of Egypt which will help them with next two units as well.

Rational Continued...

Ending: Discussion about the questions on their video guide

which addresses both geographic features as well as some
daily life in Egypt.
Lesson Two: (1 day)
Opener: Students answer this question in their journals
then we discuss.
- Ancient Egyptians worshipped the Nile River as a
god. Why do you think they did so?

2.

By making a map students will

have a better understanding of
what the area is like. They will
understand what physical
characteristic of Egypt were. By
doing it as a classroom students
who are struggling will have an
example on the board to go off of,
but they are also able to
participate when they know an
answer. The final maps will be a
good study tool for the map
portion on the test. The 7th graders
seem to struggle with maps too, so
by having the students create a
map rather than just analyze one
might help for students to
comprehend how maps work.
Having the students make a key is
important for them to understand
all portions of a map. This helps
them not only with the geography
of Egypt, but also with their map
skills.

3.

The school that I am placed at

requires that the students use the
textbook. Normally, the homework
would be to read a certain section
when they are at home so that
they have knowledge of the
concepts before they arrive in
class, but we have a common core
assessment that is being sent
home during this period of time
and I am not allowed to give
homework. None the less, there is
good information in the text book.
We are working on informational
text anyways. Students struggle to
find meaning, and understanding
from written text. SQ3R is a good

Class Activity: Students will create their own detailed

map of the area around the Nile river. Students will have
access to the text books, satellite images of area, as well as a
brief power point about the area. Teacher will be actively
leading the map creating activity. Having the class build a
big on the interactive board while making their own copy.
They will be able to label the following locations:
o

Ethiopian Highlands

The Nile River

The Nile Delta

The Fertile growing areas along the Nile

The desert on either side of the growing areas

The Red Sea

The Mediterranean Sea

After drawing the map the student will make a key to show
the different regions, water, desert and fertile land. They
should color the map according to the key.
Lesson Three: (3 days)
Opener: Students answer this question in their journals
then we discuss.
- How does topography affect peoples choices where
to settle?
Text Book Work (1 days): Student will do a SQ3R
2

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way for students to narrow in on
what they are reading, and what
they need to be taking away from
reading. By having them Think
Pair Share it gives them an
opportunity to discuss what they
are reading and how it address
their specific question. This unit
follows the chapter pretty well and
they will get definitive answers to
most of the main ideas. The

sheet for Chapter 7 using Think-Pair-Share. They will create

the questions on their own. Read the assignment. Think
about their answer. Then pair up and share their answers.
They will do this for section 2, 3, and 4. Once they have
completed those 3 sections, as a class we will discuss the
main chapter question as a class.
Once they are done with this they will do their vocabulary
definitions in their journals. The words they need to have
defined in their journals are: topography, vegetation, delta,
fertilization, papyrus, and nomad.

interactive notebook is really

for the students to review the
information from the SQ3R
and the video, and the map.
The students already have read
the chapter, and should
already have the answers for
most of the questions. It helps
a test review tool, and study
guide. The exit slip helps to
connect the ideas of geography
to their lives.

Interactive Student Notebook (1 days). Their Chapter 7

packet has a geography section with critical thinking
questions and a mapping portion. Then the questions about
each of the sections in the text book are critical thinking
questions. They will work on their packets individually.
Their exit slip will be: The Egyptians settled in their region
for various reasons. Why do you think people settled in
Grand Rapids, Michigan?
(this is a question in their packet that they have to do a
paragraph response to)
Lesson Four: (2 days)
Travel Brochure Project.
Students will create a travel brochure persuading an ancient
traveler to take a trip to Egypt. They will use your textbook,
classroom notes, and library resources for this assignment
Students will only be working on the Geography and
Map portion of the brochure, but they will create all of
the 6 sections at this time. Which are the Cover page,
Geography (a big focus on the Nile River), landmarks,
Religion, Map, and a Facts page.
At least one illustration will be required for each section.
They will turn in their work at the end of each day. They
will be graded only on the geography, and map portion for
this unit.
Assessment(s):
Test. We have a test required by the school that is multiple
choice and short answer. Short answer questions regarding
why Egyptians settled near the Nile. Students will have to

4.

This gives students a chance to

show all that they have
learned. And review all of the
knowledge they need to know.
This provides a way for
students who are not good test
takers to show their
understanding of the
geography of Egypt, and how
it affect why people settled
there.
There are 2 more units on
Egypt (Daily life, and
religion). They will be adding
to the travel brochure
throughout the other two
units.

Differentiated Instructions:
For my one student with a severe physical
disorder, he will have different instructions.
For the map activity. He is completely unable
to draw or label his own map. He can
participate in the classroom building of a

AddieGoff
consider the factor of vegetation in the Egyptians decision
to settle in eastern part of North Africa.
There is also the map test which is going to test their
understanding of maps, and the physical geography of the
area around the Nile.
I will also be using their brochure as an assessment, their
exit slips as formal assessments, and the daily discussion
as informal assessments.

map. He will receive a copy of a completed

map to study from. For the brochure, he can
use his iPad. He must fulfill all of the
requirements of the written portions. For the
illustration portion, he can either give
detailed descriptions of the photo, or find a
photo online. For the test, he likes to do the
multiple choice himself, but the short
answers he will tell a proctor and they will
record. The map portion he can point and
explain what he wants drawn/done to the
proctor.
There will be an oral test given for the
students who need it. Otherwise, I use
different methods throughout my lessons so
that it is more ability to reach different
students.